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Academic development of Head Start children: Role of dual language learning status

Resource Type: Reports & Papers
Author(s): Choi, Ji Young; Rouse, Heather L. Cohen; Ryu, Dahyung
Date Issued: May/June 2018
Description: Using a large longitudinal dataset including children who attended Head Start over two years, this study examined academic growth trajectories during the period between Head Start entry and kindergarten (2.5 years), and whether those growth trajectories differ by children's dual language learning status. Analyses comparing three groups of children (i.e., Spanish-English bilinguals, Spanish-English emergent bilinguals [EBs], and English monolinguals) showed three noteworthy findings. First, bilinguals entering Head Start with English proficiency showed similar developmental trajectories in vocabulary and math to those of monolinguals. Second, EBs entering Head Start with limited English proficiency presented the lowest baseline skills in vocabulary and math. Whereas the initial vocabulary gaps generally persisted over time, gaps in math between EBs and monolinguals narrowed by kindergarten. Third, no difference was found between bilinguals and EBs in their Spanish vocabulary development. Results highlight needs for additional instructional support and resources for EBs especially in their vocabulary development. (author abstract)
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Journal Title: Journal of Applied Developmental Psychology
Volume Number: 56
Issue Number:
Page Range: 52-66
Topics: Children & Child Development > Children with Special Needs & Special Child Populations > Native Language

Parent, School, & Community School Readiness/Child School Success & Performance > School Performance & Success

Programs, Interventions & Curricula > Programs > Early Head Start/Head Start
Country: United States
ISSN: 0193-3973 Paper
1873-7900 Online
Peer Reviewed: yes
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